Individual Difference Of Distribution Strategy Of The Working Memory Resources In The Solution Of Solid Geometry Problems

Experiment was conducted among 15 students from the advanced group and another 15 from the less advanced group of Senior Two of a certain high school. The experiment materials were taken from the resolving process of several solid geometry exercises in the mathematic exam papers for higher education entrance examination of Beijing City. The experiment surveyed the distribution strategy of the work memory resources in the process of solving the exercises of space geometry. The study focused on the impact of cognition load toward distribution strategy of the work memory resources in the process of solving the exercises of space geometry, in the course of which it also showed concern on the individual difference of each data target. The experiment results showed that: (1) Along with the increase of cognition load, the two experiment groups had an upward tendency in the time of initial inner thinking. However, in solving the simpler problems, there were no significant difference between the advanced group and the less advanced group in the time of initial inner thinking. In solving questions of average difficulty and top difficulty, the advanced group tends to use initial inner thinking strategy within a shorter period of time, whereas the less advanced group longer. (2) Along with the increases of cognition load, the two groups had different features in using the external strategy in the course of problem-solving. The average value of advanced group using the external strategies tends upward, respectively 9, 11 and 20 times, capable of increasing external strategy to allocate the intensity of cognition load, whereas the data of the less advanced group are respectively 22, 20 and 10 times, showing an downward tendency, which displayed over use of external strategies in solving simpler and average problems. (3) Along with the increases of the cognition load, the advanced group had a downward tendency in using the inner thinking time in the course of problem-solving, i.e. the time used in inner...